In the world of entrepreneurship, it is not uncommon for individuals to have a desire to start their own business. But what truly inspires someone to take the leap and become an entrepreneur? Co-authors Birgitte Wraae and Nicolai Nybye sought to answer this question through their research article, “Learning to Be “Me,” “the Team,” and “the Company” Through Entrepreneurial Extracurricular Activities: An Ethnographic Approach,” recently published in Entrepreneurship Education and Pedagogy.
The idea for this research article stemmed from the authors’ own personal experiences with entrepreneurship. As educators and researchers in the field of entrepreneurship, they both noticed a growing trend of students participating in entrepreneurial extracurricular activities, such as startup competitions, hackathons, and incubator programs. This led them to wonder about the potential impact of these activities on students’ entrepreneurial mindset and skills.
Through their research, Wraae and Nybye utilized an ethnographic approach to gain deeper insights into the experiences of students participating in these extracurricular activities. This involved immersing themselves in the activities and fully immersing themselves in the students’ world, allowing them to observe and interact with them in a natural setting.
The findings of their research were intriguing. While many students participated in these activities with the hope of gaining practical skills for their future careers, they also experienced personal growth and development. Through their involvement, students learned to see themselves as individuals with unique strengths and talents, as members of a team working towards a common goal, and as integral parts of a larger company or organization.
This transformation in thinking and perspective is crucial for aspiring entrepreneurs, as it helps them develop a strong sense of self and a collaborative mindset – two essential qualities for success in the world of business. By learning to view themselves as individuals, as well as team players and representatives of a larger entity, students are better equipped to navigate the challenges and uncertainties of entrepreneurship.
The authors also found that these extracurricular activities provided a safe space for students to experiment, fail, and learn from their mistakes. This is a valuable opportunity for students to gain hands-on experience and develop their entrepreneurial skills, without the fear of real-world consequences. As Wraae and Nybye note, “It is in this incubator of failure that students can gain the courage and resilience needed to become successful entrepreneurs.”
One particularly interesting aspect of their research was the influence of the social context on students’ experiences. The authors observed how students’ interactions with their peers, mentors, and the wider entrepreneurial community had a significant impact on their learning and growth. By being exposed to diverse perspectives and ideas, students were able to broaden their understanding of entrepreneurship and develop their own unique approach.
The authors’ use of ethnography also highlighted the role of emotions in entrepreneurial activities. Contrary to popular belief, entrepreneurship is not just about numbers and calculations, but also about passion, creativity, and emotional intelligence. Through their participation in extracurricular activities, students were able to tap into their passion and develop their emotional intelligence, which are crucial for success in the entrepreneurial world.
The publication of this research article in Entrepreneurship Education and Pedagogy has significant implications for both educators and students. It sheds light on the importance of incorporating extracurricular activities into entrepreneurship education and provides valuable insights into the impact of these activities on students’ personal and professional development.
It also highlights the potential of ethnography as a research method in the field of entrepreneurship. By immersing themselves in the lives of students and experiencing their journey firsthand, the authors were able to capture the essence of the entrepreneurial mindset and provide a unique perspective on the topic.
Overall, Wraae and Nybye’s research article is a testament to the power of entrepreneurship education and extracurricular activities in shaping the minds and abilities of future entrepreneurs. It presents a positive and motivational outlook, encouraging individuals to embrace their entrepreneurial spirit and explore the endless possibilities that lie ahead. As we continue to navigate an ever-changing world, the lessons learned through extracurricular activities and the skills developed through the entrepreneurial mindset will be invaluable in creating a brighter future.
